Figuratively and literally   speaking every Landmark tells an explicit or implicit  story about us global citizens.  Landmark is a continuum dialogue presumably that began  during the Neolithic period and is still existing in 21st century. Landmark connotes various features like origin of the culture, their knowledge, their habitat and also their communication with nature. In this environment  landmark can be interpreted as a myth and or a story. However in this context the same  will be featured as a story. For clarification  myth connotes  a folklore genre consisting of narratives that play a fundamental role in a society. While stories spread between cultures or as faiths change, myths can come to be considered folktales. In view of the aforesaid explanation I am still conscious of the fact that the term mythos lacks an explicit distinction between true or false narratives. Now that I have provided some context I must confess that it appears that regardless of status, albeit ancestors or descendants ethnicity have always occupied the geographical precincts of landmark. Plausibly,  the logistics and detail of every  landmark story may bring all global citizens together especially since the only way to find our way is by a landmark   The tone and tenor of this line of reasoning gives practicality to this  conversation because my story activates cognition  .William Anderson Gittens ,Author, Cinematographer, Dip., Com., Arts. B.A. Media Arts Specialists’  Editor in Chief  Devgro Media Arts Services Publishing®2015License Cultural Practitioner, Publisher, Student of Film, CEO Devgro Media Arts Services Publishing®2015WORKS CITED A. M. Hund and A. R. Naroleski, “Developmental changes in young children's spatial memory and language in relation to landmarks,” Journal of Cognition and Development, vol. 9, no. 3, pp. 310–339, 2008.View at: Publisher Site | Google ScholarA. R. Lew, K. A. Foster, H. L. Crowther, and M. Green, “Indirect landmark use at 6 months of age in a spatial orientation task,” Infant Behavior and Development, vol. 27, no. 1, pp. 81–90, 2004.View at: Publisher Site | Google ScholarD. Gentner and K. Kurtz, “Relational categories,” in Categorization Inside and Outside the Lab, W. K. Ahn, R. L. Goldstone, B. C. Love, A. B. Markman, and P. W. Wolff, Eds., pp. 151–175, APA, Washington, DC, USA, 2005.View at: Google ScholarD. Gentner, “The development of relational category knowledge,” in Building Object Categories in Developmental Time, L. Gershkoff-Stowe and D. H. Rakison, Eds., pp. 245–275, 2005.View at: Google ScholarE. W. Bushnell, B. E. McKenzie, D. A. Lawrence, and S. Connell, “The spatial coding strategies of one-year-old infants inSupport the showCultural Factors Influence Academic Achievements© 2024 ISBN978-976-97385-7-7 A_MEMOIR_OF_Dr_William_Anderson_Gittens_D_D_2024_ISBNISBN978_976_97385_0_8 Academic.edu. Chief of Audio Visual Aids Officer Mr. Michael Owen Chief of Audio Visual Aids Officer Mr. Selwyn Belle Commissioner of Police Mr. Orville Durant Dr. William Anderson Gittens, D.D En.wikipedia.org/wiki/Lifelong_learning Hackett Philip Media Resource Development Officer Holder, B,Anthony Episcopal Priest, https://brainly.com/question/36353773 https://en.wikipedia.org/wiki/Lifelong_learning#cite_note-19 https://en.wikipedia.org/wiki/Lifelong_learning#cite_note-:2-18 https://independent.academia.edu/WilliamGittens/Books https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=william+anderson+gittens+barbados&oq=william+anderson+gittens https://www.academia.edu/123754463/ https://www.buzzsprout.com/429292/episodes. https://www.youtube.com/@williamandersongittens1714. Mr.Greene, Rupert

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